New Landscapes in Higher Education: Audio Description as a Multilayered Task in FL Teaching

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  • Author(s): Lucía Pintado Gutiérrez (ORCID Lucía Pintado Gutiérrez (ORCID 0000-0002-7627-0440); Gloria Torralba (ORCID Gloria Torralba (ORCID 0000-0002-7019-4504)
  • Language:
    English
  • Source:
    Language Learning Journal. 2024 52(3):320-335.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Higher Education; Second Language Instruction; Blindness; Visually Impaired Mobility; Assistive Technology; Audio Equipment; Educational Technology; Information Technology; Accessibility (for Disabled); Spanish; Foreign Countries; Second Language Learning; Student Needs; Translation; Affordances; Undergraduate Students
    • Subject Terms:
      Ireland
    • Accession Number:
      10.1080/09571736.2022.2158209
    • ISSN:
      0957-1736
      1753-2167
    • Abstract:
      Today, higher education (HE) faces new challenges, such as incorporating consideration of diversity and inclusion into its operations. Such challenges, many of which are part of strategic institutional plans, offer teachers an opportunity to introduce new practices in the classroom. In this paper, we look at introducing language students to the task of audio description (AD) -- that is, making visual content available to blind and visually impaired people by verbal means. We first present a framework for evaluating the learning that might derive from such an activity in the context of FL study, and then use this framework to evaluate a sequence of five tasks undertaken with Irish learners of Spanish. The tasks provided opportunities for the students to reflect on the communication needs of blind and visually impaired people and to understand how these could be addressed effectively in AD. The students practised AD in various contexts: both "improvised" or "spontaneous" AD as well as more carefully prepared AD, and undertaking AD in both the L1 (English) and the FL (Spanish). The pedagogic approach investigated here was inherently multidisciplinary and aimed to help learners become self-reflecting agents and mediators in their L1 and FL.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1420019